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Major Uses of Simulators

Simulations are used nowadays in almost every field, whether it’s science, engineering, or even technology (Smith, 1998). According to Smith (1998), we can distinguish 4 main activities where simulations are used
– Design: Simulation in this case allow designers to picture a system that is yet to exist which would allow them to foresee the potential issues and therefore find an optimal solution before the actual production phase. Simulation can also allow the characterisation of all the properties that the designed system has which helps the creation process (Smith, 1998).
– Analysis: Simulation allows the study of the behaviour and capabilities of an actual system. The actual existence of the system allow the collection of data that can be used to enhance the model from which the simulation is based (Smith, 1998).
– Training: Simulations are used extensively for training to replicate the potential situations that people may face during their daily job and allow them through the ability to train to learn the correct response to any event that they may face.
Flight simulators for example are a good example of training simulators that alFrame of Reference low pilots to improve overall flying skills in addition to proper problem solving knowledge in a safe environment (Smith, 1998).
– Entertainment: Simulations have been used by the entertainment industry to create games that provide excitement and enjoyment for the players. Those simulations are less strictly designed in comparison to the other simulations cited above due to the fact that their main purpose is divertissement instead of describing the real world (Smith, 1998).

Types of Simulations

Smith (1998), pointed to the existence of 2 main types of simulations, either discrete event or continuous. According to the same author “Discrete event refers to the fact that tate variables change instantaneously at distinct points in time” while “In a continuous simulation, variables change continuously, usually through a function in which time is a variable”. The majority of simulations uses both types and the predominance of one type over the other defines how the simulation is to be categorised (Smith, 1998).

Advantages, Disadvantages, Limitations, and Value of Simulations

According to Smith (1998), the main advantages of a simulation system are its cost effectiveness, the less risk that it presents, the relative high speed that it can achieve compared to reality, and the more practicability in comparison to a real system.
In addition, simulations have proven to be an effective and efficient way of teaching complex and dynamic systems (Parush et al., 2001). This is shown by the time reduction that is obtained in the learning process (efficiency) and the improved results when applying the tasks that were learned (effectiveness) (Parush et al., 2001).
The main limitation of simulations is their relative inaccuracy in comparison to real systems (Smith, 1998). This accuracy steams for the difficulty to recreate all the aspects and variables of real systems using simulators (Smith, 1998). In addition, simulations can be hindered by the lack of data availability which would create problems to describe accurately a given system (Smith, 1998).
Then, the main disadvantage that simulations present is that the results that are obtained are just approximations of real results, but this can be corrected by using the simulation results as a general trend instead of using them as facts (Smith, 1998).
Feldstein(a) pointed that after a period ranging from 3 to 6 months people that were trained using conventional methods were having issues to fully remember or efficiently use their learning acquisitions in their job. According to him, the best way to avoid that phenomenon and improve the participant’s ability to learn is by embedding the learning directly within the job to be done using simulations (Feldstein(a)).
According to Feldstein(a), simulations allow people to study and learn in a compressed environment (both time and space) that simplifies the complexities that are usually found in the real world. This compression is the key to quick learning since it allows the simulation participants to detect dysfunctions quickly which in return pushes them to acquire corporate learning that can be directly applied within the company (Feldstein( a)).

READ Leadership within Change Management

1 Introduction .
1.1 Background .
1.2 Problem
1.3 Research Questions .
1.4 Purpose
1.5 Perspective
1.6 Delimitations .
1.7 Definitions
1.8 Disposition
1.9 Interested Parties
2 Frame of Reference .
2.1 Enterprise Resource Planning Systems
2.1.1 What is an ERP?
2.1.2 ERP Architecture
2.1.3 ERP Implementation
2.1.4 Training Importance in an ERP implementation
2.1.5 Resistance to Change During the Implementation Phase .
2.2 Simulations .
2.2.1 Definition
2.2.2 Purpose
2.2.3 Major Uses of Simulators
2.2.4 Types of Simulations .
2.2.5 Advantages, Disadvantages, Limitations, and Value of Simulations
2.2.6 Some Common Features to All Simulations
2.2.7 Business Games .
2.3 ERPsim .
2.3.1 About ERPsim
2.3.2 ERPsim Benefits
2.3.3 ERPsim in a Corporate Use .
2.3.4 Previous Studies on ERPsim Efficiency
2.3.4.1 Impact on Students
2.3.4.2 Impact on Employees
3 Methodology
3.1 Qualitative and Quantitative Data
3.2 Primary and Secondary Data Collection
3.3 Choice of Method
3.4 Interview
3.5 Surveys
3.6 Selection of Sample
3.7 Dropou
3.8 Method Valuation
3.8.1 Reliability
3.8.2 Validity
4 Empirical Findings
4.1 Interview
4.2 Survey
5 Analysis
5.1 How Can ERP Simulations Help Users to Better Understand an
ERP System
5.2 What is the Potential Impact that ERP Simulations Have on a
Company that is Implementing an ERP system?
5.2.1 In Regards to Training
5.2.2 In Regards to Resistance to Change
6 Conclusion
7 Final Discussion